Literaturnachweis - Detailanzeige
| Autor/inn/en | Genachowski, Karen J.; Starin, Nina S.; Cummings, Colleen M.; Alvord, Mary K.; Rich, Brendan A. |
|---|---|
| Titel | Interpretation of Informant Discrepancy in School-Based Psychological Assessment of Internalizing and Externalizing Symptoms |
| Quelle | In: Journal of Emotional and Behavioral Disorders, 31 (2023) 4, S.248-259 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-4266 |
| DOI | 10.1177/10634266221119742 |
| Schlagwörter | Educational Environment; Psychological Evaluation; Symptoms (Individual Disorders); Emotional Disturbances; Behavior Disorders; Anxiety; Hyperactivity; Aggression; Eligibility; School Health Services; Outcomes of Treatment; Parent Attitudes; Teacher Attitudes; Student Attitudes; Child Behavior; Rating Scales; Comparative Analysis; Resilience (Psychology); Elementary School Students; Clinical Diagnosis; Program Descriptions; District of Columbia; Behavior Assessment System for Children |
| Abstract | Multi-informant reports of student emotional and behavioral problems determine eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to understand the source of inconsistencies because informant discrepancy may influence treatment outcome. The current study assessed whether informant discrepancies of internalizing and externalizing symptoms reflect meaningful differences between informants. Parents, teachers, and children (N = 169; M age = 10.32; 65.1% Black, 30.8% Latino/Hispanic; 66.9% Male) completed the Behavior Assessment System for Children, 2nd Edition (BASC-2). The Operations Triad Model (OTM) guided the data analysis plan to identify the source of informant discrepancy. We predicted that informant discrepancy would reflect meaningful differences, as opposed to measurement error. Parent-teacher reports of hyperactivity, aggression, and anxiety, as well as teacher-child reports of anxiety and hyperactivity, supported the idea that informant discrepancies of internalizing and externalizing symptoms reflected meaningful differences. Implications of these discrepancies for interpretation of results in school-based assessment of emotional and behavioral disorders are discussed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
